The Effectiveness of Total Communication in Teaching and Learning Process to the Children with Hearing Impairment: A Case Study of Rahaleo Primary school in Mtwara-Mikindani Municipality.
The Effectiveness of Total Communication
in Teaching and Learning Process to the Children with Hearing Impairment: A Case Study of
Rahaleo Primary school in Mtwara-Mikindani Municipality.
DECLARATION
I, CONSOLOTA
KAPINGA do hereby declare that this research report is my original work and has
not been submitted to any other examination board. No part of this research
proposal should be reproduced without my permission or that of Stella Maris
Mtwara University College.
Name: CONSOLOTA
KAPINGA
Sign: ………………..…………..
Date: ……………………………..
DECLARATION BY THE SUPERVISOR
The undersigned certifies that he has read and
hereby recommends for the acceptance by Stella Maris Mtwara University College
a research report entitled The effectiveness of total communication in teaching
and learning process to the children with hearing impairment
Supervisor:
FR FESTUS
Signature………………………
Date…………………………..
ACKNOWLEDGEMENT
First of all, I give thanks to Almighty God who
created me and give protection from evil and other dangers and enable me to
survive healthily. Also I thank God to give me courage and power to face all
challenges and difficulties in my study so as to reach this level of education.
Also I would like to thank my beloved wife for her
moral support, toralants that help me in attainment different academic
activities by encouranging in different difficulties which I experienced during
study. I give thanks to all family members for their prayers and encourages
that influenced me in accomplishing this research desertation.
Special thanks to my supervisor FR FESTUS for his supervision and directing how to
conduct a field works, his devoted time resource in prodivig proper direction
tireless until I accomplish this report, may Almighty God belss him.
Finally I would like to send special thanks to my
Collegeous, My staff member and responents who contributed in different ways in
accomplish of this research report.
God bless all.....!
TABLE OF CONTENTS
The study
was based on assessment of the effectiveness of total communication in teaching
and learning processes to children with hearing impairment at Rahaleo primary school in Mtwara Mikindani
Municipality. The relay on three research objectives, these includes
investigation on effectiveness of total communication in teaching and learning
process, to examine the competence of teachers and learners in using total
communication in teaching and learning process in Rahaleo primary school Mtwara
Mikindani Municipality, and to find out the challenges of using total
communication. The study involved 30 respondents whereby 26 were students with
special needs and 4 of them were special education teachers. Who were obtained
through simple random and purposive sampling techniques Moreover, questionnaire
and interview were used for data collection. The findings on the effectiveness of
total communication in teaching and learning process, showed total
communication was the means of communication used by special education teachers
in teaching and learning process to the students with hearing impairment. In
teaching process teachers were prefered total commucation as a language in
teaching students with hearing impairment.
However, the respodents claimed total communication help attainment of teaching
and learning Objectives, and this caused by frequebncy application of total
communication language in teaching students
with hearing impairment. The findings based on the competence of teachers and
students in using total communication in
teaching and learning process at Rahaleo primary school
Mtwara Municipality. Only teacher were able to communicate through total communication, in
case of verbal communication few students with hearing impairement were able to
communicate, however thier communication were associated with problem in vocal, also in sign
Language most of students with hearing impairment were competent in
communicating with thier teacher and each other. Finally the research
results on the challenges of using total communication in teaching and learning
of students with hearing impairment were Lack of
instruction facilities and Students’
level of physiological problem. The study
further recommended government to establish pre-school
classes for children with hearing impairment, formulate new signs which seem to
share the same sign with other words, so as to avoid confusion of
meaning/concepts, Sign language should be recognized as an official language, seminars
and workshops, supply devices like
hearing aids, loop system and FM system for children’s efficient learning.
CHAPTER
ONE
GENERAL
INTRODUCTION
1.0 Introduction
1.1 Background of the study
According
to Akuoyibo (2006), hearing impairment is an umbrella term used to describe all
aspect of disorder affecting auditory system. Kauffman and Hallahan cited in
obi (2006), the conference of the Executive of American school for the Deaf
described hearing impairment as ageneric term indicating a hearing disability
that may range in severity from mild to profound. For the purpose of this work, hearing impairment
is a condition whereby the sense organ of hearing (ear) is deficient in
deficient in receiving sound waves to process and interpret message. Issues in
education of children with hearing impairment come into limelight in 1550’s
when spanish Monk pedro ponce de leon started to teach children with hearing
impairment how to read, write and participate in the learning of other subject.Defenders of
signing English system state that the correspondence in word orders between
sign English system helps students learn English better. Advocates of ASL
declare that the use of signing English system is too and slow and difficult to
be of much benefit in learning English. They argue that word order is not
critical element in teaching a person to use and comprehend English (Hallan,
2003).In view of these controversies, there is the need for new study in
primary school in Mtwara Mikindani Municipality to assess the effectiveness of
total communication in teaching and learning process to children with hearing
impairment.
1.2 Statement of the
Problem
Total communication has been emphasized to be used in
both teaching and learning processes to children with hearing impairment,
though it is not determined in terms of the extent to which is used in teaching
and learning processes to children with hearing impairment, so as to benefit
them from communication and knowledge acquisition. Thus, there was a need for
accurate studies on total communication in order to examine its effectiveness
in teaching and learning processes to children with hearing impairment in
Mtwara-Mikindani Municipality.
1.3 Objectives of the study
1.3.1
General objective of the study
The main
objective of this study was to Invastigate the effectiveness of total
communication in teaching and learning processes to children with hearing impairment particularly in Rahaleo Primary school in Mtwara
Mikindani Municipality.
1.3.2 Specific Objectives of the Study
(i)
To invastigate the effectiveness of total
communication in teaching and learning process in Mtwara Mikindani
Municipality.
(ii)
To examine the competence of teachers and learners in
using total communication in teaching and learning process at Rahaleo primary
school in Mtwara Mikindani Municipality.
(iii)
To find out the challenges of using total
communication in Mtwara Mikindani Municipality.
1.4 Research Questions
The assumption of the research was based on the
following Questions:
(i)
To what extent is total communication is effective in
teaching and learning to children with hearing impairment in Mtwara Mikindani
Municipality?
(ii)
How teachers and learners competent in using total
communication in Mtwara Mikindani Municipality?
(iii)
What are the challenges being encountered in using
total communication Mtwara Mikindani Municipality?
1.5 Significance of the
Study
Specialist teachers and
impaired student; the study is of valuable to student and teachers of children with
hearing impairment since the results highlighted the impact of using total
communication on such children , and by so doing, the teachers and student were
in a better position to adopt a new approach that impacting positively to
interact with other student.
1.7 Limitations and Delimitations of the Study
Financial
constraints, in this study a researcher faced
financial problem associated with cost of transport from working area to
school and at the sometime required to attend field area for collection of
research information
1.8 The conceptual framework
This conceptual framework
provide hypothetical ideal about total communication in teaching and learning
of students with hearing impairment.. Therefore, the effectiveness of total
communication determines achievement in teaching and learning to the students.
Refers to the fugure 1 below:
|
|
 |
Source: Field data 2020
1.9 Definition of Key
Terms
·
Total communication; – in this study is an approach to deaf education
that aims at making use of two modes of communication simultaneously, manualism
and oralism.
·
Hearing
impairment; - is a condition whereby the sense organ of
hearing (ear) is deficient in receiving
sound waves to the process to interpret message.
CHAPTER
TWO
LITERATURE
REVIEW
2.0 Introduction
2.2 Theoretical literature Review
Theoretical literature revealed the research from previous literature that
defines a study’s core theory and concepts.
In social science research, previous research serves as the basis for future
research. Social scientists use the theoretical framework to craft a logical
argument for a need for their research (Kothari, 2004)..
2.2.1 Theory of Behaviorism
Behaviorism states that learning
takes place as the result of conditioning, a system of forming an association
between a stimulus and a response (Skinner, 1957). In this way, desired
behaviors are encouraged or strengthened while undesirable behaviors are discouraged
or weakened. Based on this paradigm, the usage of total communication
implementing multiple methods is a practiced behavior in an attempt to create
new and permanent learning.
This theory is usefull to this study, as it
demostrate how learner with hearing impairement should acquire specific skills
and knowledge through total communication that provid chances for
profffessional special education teachers to opt the most suitable means of
communition that could suitable demand of students with hearing imparement by
considering their indivudal abilities.
2.2.2 Concept of Hearing Impairment
Hearing is the ability of the ear to receive and
interpret sound or message. Hearing impairment is therefore the inability of
the sense organ (ear) to receive and interpret message or sound. According to
Okeke (2001), hearing impairment is a serious sensory deprivation that has been
noted to hinder the afflicted persons’ development in general and their
academic achievement in particular.
Olawale (2000)
identified these as some of the characteristics of children with hearing
impairment: lack of response to spoken words, general indifference to sounds,
and response to noise as opposed to words as well as monotonic quality of
voice. According to him, the manifestation of these characteristics depends
upon the type and degrees of the impairment.
According to Riekeholf (2013), total communication is
a philosophy of teaching the deaf child which advocates for the use of any and
every means of communication to provide unlimited opportunity to develop
language competence. It includes; speech, signs, amplification (hearing aids)
auditory training, spelling, pantomime, reading, writing, pictures and any
other possible means of conveying ideas, language and vocabulary.
According to
Northern, (2002), total communication is a philosophy that requires
incorporation of appropriate aural manual and oral modes of communication to
ensure effective communication with and among hearing impaired children.
In his own contribution, Olawale (2000) described it
as the simultaneous use of speech, fingers spelling and signs. The approach is
to provide abundant opportunities for children with hearing impairment to
communicate and use speech aid for possible acquisition of skill necessary for
social interaction.
2.2.4 Advantages of using Total communication in
teaching and learning process for Deaf student
Owing to this, Ugwuanyi (2009) Says that a lot of
factors have to be considered in the use of TC in the teaching of children with
hearing impairment. For instance, eye contact, posture and body movement,
gestures, voice and facial expression are very essential when it is being used.
Voice is used simultaneously with signs or gestures, raising voice high or low
is not allowed. Signing very fast or very slowly, shouting and unfriendly mood
are to be avoided. The reason for all this precaution is because it may be
misinterpreted by the children.
Another advantage of TC is that children with hearing
impairment stands a better chance to grasp what is being said either through
signs, finger spelling, voice, gestures, lip reading, and facial expression.
According to Ugwuanyi (2001) a child who is taught with all the modalities in
TC at a course of instruction will be able to learn. The reason is because the
child is in a better position to grasp what the teacher is teaching either
through signs, finger spelling, lip reading, facial expression, body movement,
pictures, speech or writing. TC also takes care of individual differences among
children with hearing impairment.
According to Ademokoya (2008) total communication is
identified as the functional communication mode considered most appropriate for
use in an inclusive class for hearing and non hearing learners. According to Ekwama
cited in Ademokoya (2008) total communication will benefit deaf blind, the
speech disordered plus the hearing pupils and teachers. However, a major
limitation of total communication is that if the speaker fails to begin signs
or finger spelling with voice, there will be a problem as the children may not
learn.
2.2.5 Challenges of
total communication
The risk of using total communication in the classroom
are tha instructors may use them inconsistently. Total communication may not
meat the communication needs of all the educational information is receved by
the deaf student (www.deafness.about.com).
According to defenders of total communication , the
oral approach including lip – reading gives unsatisfactory result as fara s
linguistic and cognitive development are concerned . It is argued that even if
the hearing loss is discovered early, poor parent infant communication delays
the arquisition of language considerable and irretrievably, except with
children whose residual hearing in suffient to make communication possible
(Reynolds, 2007).The weakness of total communication, according to bicultural/ bilingual
proponents is that it is not possible to speak clearly and fluently in both
English and American sign Language at the same time because each language has
very different syntax and grammar. As a result, hearing teachers, who are not
native signers, tend to speak in English and use a form of pidgin sign language
along with their speech. sign systems. (michigan.gov.com 2013)
2.2.6 Classroom
situation of using total communication.
Deaf
children in Tanzania who are in educational setting in primary schools are
taught to communicate through total communication with Tanzanian sign language.
Parents are encouraged to raise their deaf child, for the children with
residual hearing are issued with hearing aids' If the child is profound deaf,
that is communication by speech very difficult, therefore teachers use total
communication with Tanzanian sign language. (Open University of Tanzania, 2007).In
Tanzania children and people with disabilities including those with hearing
impairment are supported by National strategy on Inclusive Education of
2008-2017 that advocates the inclusive education, that all children are
enrolled, actively participate and achieve in regular schools and other
educational programmes regardless of their diverse background and abilities, are
equitable to access quality education.
2.3.0 Empirical studies
Empirical
studies reviewed on Total
Communication and teaching and learning process to Children with Hearing
Impairment.
2.3.1 Total
Communication and teaching and learning to children with hearing impairment
Muiruri (2012) Determining
classroom communication and academic performance of learners with hearing
impairment was central to this study. While language and communication are
perceived as the main problems encountered by learners with HI, it is assumed
that, if teachers and learners are able to communicate, learners with HI can
learn. The main argument of this study is that, although proficiency in SL
among teachers does play a great role in the education of learners with HI, it
is not sufficient in offering quality education in this context. Other needs of
learners with HI should be addressed during the teaching and learning process
through T/L materials and classroom environment. The study was conducted in
Kambui School for the Deaf. The study employed descriptive case study design,
utilizing both quantitative and qualitative in gathering data. The study was
guided by Total Communication theory
2.4. Knowledge gap (Research gap)
Different
studies has reviewed under conceptual, theoretical and
empirical studies on similar issues patterning to the
concept relate to total communication as language for communication in teaching
and learning of students with hearing impairment, pursued research to carry out
this study where added knowledge gap from previous studies.Ugwuanyi (2009) on
the effect of three sign language mode (which include American Sign
Language,(ASL) Local Sign Language, (LSL) and Total Communication(TC) ) on
reading comprehension of pupil with hearing impairment.. However, based on the
scope, objective as well as area in which this study was conducted, this study
fullfilled some gaps which were left behind by previous studies.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.0 Introduction
This
chapter deals with research approach, research designs, Area of study, Targeted
population, sampling procedures, data collection techniques, data analysis
strategies, limitations, references, time chart and budget.
3.1 Research Design
According to Kothari (2004), a research design is the
arrangement of condition for collection and analysis of data in a manner that
aims to combine relevance to the research purpose with economy in procedure.
This study adopted the qualitative research approach. This resarch approach
adopted for the study because of its advantages; this due to fact that it
allows a researcher to collect information for assessment of attitude, opinion
and some behaviour to obtain depth
3.2 Study Area
The
study was conducted at Rahaleo
primary school in Mtwara Mikindani Municipality. Mtwara region lies between longitudes 38o
and 40o 30" east of Greenwich. It is also situated between
latitudes 10o 05" and 11o 25" south of the Equator. It
borders Lindi region to the north, the Indian Ocean to the east and separated
by the Ruvuma River from Mozambique in the south. To the west it borders Ruvuma
region.The region occupies 16,720 sqKms that is
equal to 1.9 % of Tanzania main land area of 885987 sqKms. The region is
divided between districts such as Mtwara Mikindani Municipality, Mtwara rural,
Newala, Nanyamba Town,Tandahimba, Masasi Town, Masasi rular and Nanyumbu. Therefore, the study concentrated
to the special school which found in Mtwara Mikindani municipality. The area of
the study was suitable for the study, by regards to the accessiblity of
respondents, in case of time and cost.
3.3 The Population of the Study
According to Gay (2000) population refers to the group
of interest to the researcher, the group to which the researcher would like the
results of the study to be generalized. Also Gravertter eta l, (2012) defines
population as the large group of interest to a researcher. According to this study,
population of interest were pupils and specialist teachers at Rahaleo primary
school for the deaf..
3.4 Sample and Sampling
Techniques
In this study the researcher used purposive sampling
techniques in selection of special education teacher at Rahaleo primary school,
the purpose of applying purposive sampling in selection of special education
teachers was, special eduction teacher were proffesional to the field of
eduction especially to the students with hearing impairment.
3.3.3 Sample Size of
the Study
Macmillan et al (2001), defines sample size as a
number of objects in a study. A
researcher determine the size of sample that provides sufficient data to answer
the research question. In this study the sample size of the study were close
related to the Deaf community whereby involved a total of 30 respondents , among them were 26 pupils,
and 4 specialist teachers at Rahaleo primary school for the deaf.
3.6.0 Data Collection Methods
According to Kombo et al, (2006), data collection
refers to gathering specific information aimed at proving a
refuting some facts. In this study interview and questionnaire as a methods of
collecting data were used, these methods were relevant because can help a
researcher to collect information
3.6.1 Interview methods
. The study employed structure and unstructure
interview that allow research in exploration of detailed information on
effectiveness of total communication in teaching and learning process to
children with hearing impairment.
3.6.2 Questionnaire
methods
. A researcher used this tools of data collection
because it can provide relevant information about the specific objectives
describes in the effectiveness of total communication in teaching and learning.
The questionaire were both closed and ended form the allow respondent to
describe the situation related effectiveness of total communication in teaching
and learning process to children with hearing
impairment.
3.8 Data Analysis
Gay et al,
(2006), explains that data analysis is an attempt by a researcher to summarize
collected data in a dependable and accuate manner. In this research work both
qualitative and quantitative data analysis procedure were used in order to
organize data in a well undestandable manner.
3.9 Reliability And Validity
Reliability according to Gay eta l (2006), is a degree
of consistence. It refers to instrument
and tests used in qualitative and quantitative research..
Validity according to Gay eta l (2006) is the degree
of which a test measures what it is supposed to measure and consequently,
permits appropriate interpretation of scores.
CHAPTERFOUR
DATA
PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS
4.0 Introduction
4.1 Demographic
information
The study involved two groups of
respondent who were selected from Rahaleo primary school, this includes special
education teachers and students.
|
Category
|
Total
|
Percentage
|
|
Students
|
26
|
87%
|
|
Teachers
|
4
|
13%
|
|
Total
|
30
|
100%
|
Source: Survey data (2018).
4.2
The effectiveness of total communication in teaching and
learning process
In this part,
the study focuses on essessing the effectiveness of total communication in
teaching and learning process among students with hearing impairment to the
special schools in Mtwara Mikindani Municipality, number of similar questions
were directed to the targated respondes, where through teaching and learning
experiences the study identify the followings from Rahaleo primary school.
4.2.1
Means of communication used by special education teachers in
teaching and learning process to the students with hearing impairment
In
teaching and learning process in the classroom, proffesional used different
means to delivery skills to the learner which lead to the disired results, in
focus to special education, students with hearing are taught differently from
regular schools, they need special communication medium in order impart skills.
Rahaleo
as case study, through interview and questionnaires which were posed to the
respondents who participated in this study, three communication medium were
used namly verbal communication, sign language or manualism and total
communication.
Table
2 Responses on the means
of communication used by special education teachers in teaching and learning
process
|
Response
|
Frequency
|
Percentage
|
|
Verbal
communication
|
3
|
10%
|
|
Sign
language/Manualism
|
6
|
20%
|
|
Total
communication
|
21
|
70%
|
|
Total
|
30
|
100%
|
Source:
Survey data (2018).
In actual praxis, the majority of the total communication programs use a
certain feature of simultaneous communication. If we
consider the efficiency of communication above its shape, than total
communication is truly valuable because it allows the child to use that kind of
communication that is most suitable for him/her in any given situation (Kaplan, 2001).
4.2.2 The commucation language preferred by special education
teachers and
students in teaching and learning
In this part, the main intention was to identify language for
communication prefered by teacher and students in teaching and learning among
the verbal communication, sign language and total communication language, the
result obtained are presented below.
Table
3 Responses on the
commucation language preferred by special education teacher and students in
teaching and learning
|
Response
|
Frequency
|
Percentage
|
|
Verbal
communication
|
0
|
0%
|
|
Sign
language/Manualism
|
11
|
37%
|
|
Total
communication
|
19
|
63%
|
|
Total
|
30
|
100%
|
Source: Survey data (2018).
The results from table above showed no respondents who pointed
verbal communication, however, 11(37%) of partrcipants mentioned sign language
were prefered by special teachers and students in teaching and learning, and
19(63%) of participant from Rahaleo mentioned total communication was preffered
by special education teachers and students in teaching and learning.
Ugwuanyi
(2001) have investigated the effectiveness of total communication in teaching
children with hearing impairment. He carried out a study on the teachers
perception of the communication strategies (manual, oral and TC) used for the
education ofchildren with hearing impairment in Enugu State. The findings
revealed that total communication was favored by teachers more than oral and
manual strategies. The assumption is that with the use of total communication,
there is likely to be an improvement of the academic achievement of children
with hearing impairment. In
connection to this findings,
4.2.3 The extent total
communication help attainment of teaching and learning Objectives
Figure
2: Responses on the
extent total communication help attainment of teaching and learning Objectives
Source: Survey data (2020).
The result from figure 2
below indicated 4 (13%) informant commeted to the highest extent total
communication help in achievement of education goal, and 18 (60%) respondent
pointed out to high extent total communication contributed to the achievement
of education goals, moreover, 8(27%) respondents proclaimed to some extent
total communication influence achievement of educational goals to the secondary
schools in Mtwara Mikindani municipality.
4.2.4 The extent total communication language used in
teaching students with hearing
impairment.
The from finding on reaction based on the total communication
language used in teaching students with hearing impairment at Rahaleo primary
school indicated 11(37%) of respondents commented to highest extent, 15 (50%) respondents
proclaimed to the higher extends and 4(13%) partcipants commented to some
extent total communication used by special educational teacher in teaching
students with hearing impairment. Christine (2018) projected that,
classroom communication is one of the most important aspects to consider when
discussing the successful teaching and learning of learners with hearing
impairment.
4.2.5 The extent sign and verbal language used in teaching
hearing impairment students
The result indicated both
languages were most frequently used in teaching as confirmed by 9 (30%)
respondents and 13 (43%) participant commended both language were frequent used
while 8 (27%) respondents commented sign and verbal language was not always
used by teacher when is teaching students with hearing impairment. The result above
corresponding riekeholf (2013)
reported, verbal and non-verbal technique are often used in the field of
teaching and learning, where it consists of a series of communication means
that allow the information to move in achieving learner behavior.
4.2.6 The extent non-verbal communication satisfy teaching
students with hearing impairment
From finding , the
results indicated 1(3%) respondent pointed highest extent, 15(50%) respondents
high extent, 3(10%) mentioned to some extent
and 7(23%) respondents commented low while 4(14%) respondents claimed
lowest extends. From respondents reaction presented above, the highest
frequency in responses indicated to the great extent non-verbal communication
satisfy teaching students with hearing impairment. Ekwama
(2003) believed
in educating these children through sign language and finger spelling. Wener
studies on the best method that should be used in educating children with
hearing impairment.
4.3 The competence of
teachers and students in using total communication in teaching and learning
process at Rahaleo primary school Mtwara Municipality
The results on the
competence of special education teachers and students to communicate by using
either total communication, verbal communication or non- verbal communication
indicated different reaction from respondents, this caused by intensity of
hearing impairments from students to students.
4.3.1 Total communication
The findings from study area indicates 11(37%) of
respondents were competent in teaching and learning through total
communication, howevere, in this area were includes primary school teachers and
students with hearing impairments. Therefore, from research findings above
verified that, few students with hearing impairment were competent in
communicating through hearing impairments.
4.3.2 Verbal
communication
The reaction of
respondents from study area on evaluate competence in commmunicate through
verbal communication indicated a total of 11(37%) respondents agreed that were
competent in using verbal communication in teaching and learning. students who
agreed to this statement were competent in verbal communications.
4.3.3 Sign Language
The result on evaluation of the competence of respondents
from study area in using language in teaching and learning of students with
hearing impairment show 23(77%) of respondents were competent in using sing
language. Observation from study area indicated that, sign language was
priority in teaching stundents with hearing impairment, since they cannot hear
sign lanugage used as main communication media
4.4
The challenges of using total communication
In this objective focused on the challenges of using
total communication in teaching and learning of students with hearing
impairment at Rahaleo primary school in Mtwara Mikindani municipality, the
result below show reaction from respondents.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMDANTIONS OF THE STUDY
5.0 Introduction
5.1 Summary
The study
concentrated on assessment of the effectiveness of total communication in
teaching and learning processes of children with hearing impairment where Rahaleo primary school were selected to present
special schools, the relay on investigate the effectiveness of total
communication in teaching and learning process, to examine the competence of
teachers and learners in using total communication in teaching and learning
process in Rahaleo primary school Mtwara Mikindani Municipality and to find out
the challenges of using total communication. The study covered a total of 30
respondents where 26 of them were pupils with special needs and 4 of them were
special education teachers. The findings on the effectiveness of
total communication in teaching and learning process, showed 70% of participant
provided that total communication was the means of communication used by
special education teachers in teaching and learning process to the students
with hearing impairment.
5.2 Conclusion
Total communication as
language of teaching and learning to the students with hearing impairment in
Mtwara Mikindani Municipality were identified to be essential in delivery
skills to this group of students with special needs. The findings obtained from
study area reflect actual teaching strategies that employed by most of
professional special education teacher in insuring the desired outcome as
recommended by ministry of education, science and technology oberserved to the
students with hearing impairment.
5.3 Recommendations
The
government through the Ministry of Education and Vocation Training should
establish pre-school classes for children with hearing impairment. The Ministry
of Education and Vocation Training in collaboration with Chama Cha Viziwi Tanzania (CHAVITA) should
formulate new signs for words/vocabularies which seem to share the same sign
with other words, so as to avoid confusion of meaning/concepts.
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MASWALI
HOJAJI KWA MWALIMU
Tafadhali jibu maswali yote bila kuandika Jina lako
Jina la Shule
…………….……………
Kata
……………….…………………….
Jinsi
…………………(a) Mwanaume ( )
(b) mwanamke ( )
1.
Umri …………… (a) chini ya miaka 20 (b)
miaka 20 - 29 (c) miaka 30 - 39 (d)
miaka 40 – 49 (e) miaka 50 – 59 (f) zaidi ya miaka 59
2.
Kiwango cha elimu .................... (a) darasa la saba (b) kidato cha nne (c) kidato cha sita (d) stashahada (e)
shahada
3.
Je una uzoefu gani
katika kufundisha wanafunzi wenye ulemavu wa kusikia …………… (a) Chini ya mwaka mmoja (b) miaka 1 - 3 (c)
miaka 4 - 6 (d) miaka 7 -
9 (e) miaka 10 - 12 (f) zaidi ya
miaka 12
4.
Je wewe kama mwalimu wa
wanafunzi viziwi, je ni mbinu gani ya mawasiliano unatumia katika tendo la
kufundisha na kujifunza?
·
Lugha ya
mazungumzo
( )
·
Lugha ya alama
( )
·
Lugha jumuishi
(mazungumzo na alama kwa pamoja) ( )
5.
Lugha ya kuzungumza na
alama zote ni njia za kufundisha na
kujifunza mwanafunzi kiziwi, je unadhani ni njia ipi bora zaidi katika kumfundisha mwanafunzi
kiziwi?
·
Lugha ya
mazungumzo
( )
·
Lugha ya alama
( )
·
Lugha jumuishi
(mazungumzo na alama kwa pamoja) ( )
7.
Je, mazungumzo na lugha
ya alama sambamba, ni njia sahihi ya kufundisha mtoto kiziwi?
·
Ndiyo (
)
·
Hapana (
)
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